牛津译林版六年级上英语Unit1 Story time教案

《牛津译林版六年级上英语Unit1 Story time教案》由会员分享，可在线阅读，更多相关《牛津译林版六年级上英语Unit1 Story time教案（6页珍藏版）》请在七七文库上搜索。

1、Unit 1 The kings new clothesStory timeTeaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说 long long ago, magic, clever, foolish, through, laugh, wear。2. 能听懂、会读、会说故事 用语 Long long ago, there was a king. The king was happy. He liked new clothes. Two men visited the ki

2、ng.3. 能正确地理解并朗读故事内容，在板书与图片的帮助下尝试复述故事内容。4. 能初步表演故事。5. 能初步了解一般过去时态。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能正确地理解并朗读故事内容，并初步表演故事。教学难点：能初步了解一般过去时态，能在板书与图片的帮助下尝试复述故事内容。Teaching procedures 教学过程Step 1 Free talk &Warm up T: Hello. I like going shopping. What do you like?S: I like .

3、(问几轮，了解学生的爱好)T: I like going shopping. What do I often buy? Can you guess?S: You often buy clothes.T: Bingo! I like buying clothes. (关注学生 clothes 的读音是否正确)What clothes do you know?(学生集体讨论有关衣服的名词)T: You know a lot about clothes. I like wearing new clothes. wear、wearing、I like wearing new clothes.T: Wh

4、o likes wearing new clothes?S: I like wearing new clothes. (一个接一个地回答)【设计意图：在轻松的对话中引出有关 new clothes 的话题。 】Step 2 Presentation1. The name of the story.T: Who likes wearing new clothes? (播放一个男声) I like wearing new clothes.(呈现国王图片) T: Whos he?S: Hes a king.T: Yes! There is a king. The king likes new clo

5、thes. Do you know the story? Whats the name of the story?(给出三个选项，学生选择) Unit 1 The kings new clothes T: Its an old story from Andersen. Do you know Andersen? (出示安徒生照片)【设计意图：在轻松的对话中引出有关 new clothes 的话题，介绍童话的作者安徒生。 】2. Story time(1) T: There is a king. He likes new clothes. (出示句子 )But the story happene

6、d long long ago.So we say: Long long ago, there was a king. He liked new clothes. (在原句基础上改动词的一般过去式，变成过去时的句子)带读 was、liked(学生一个接一个读上面句子) 【设计意图：使学生将中文知识与英语知识进行链接、贯通。通过了解句子的含义让学生初步感知动词的一般过去式。 】(2) T: Do you know this story?T: Lets look at the pictures. (出示四幅图) What characters do you know? The two men T:

7、 Are they tailors? No. Theyre cheaters. the people and the boyT: You know the story. Now can you discuss in groups and help me match the sentences and the pictures? (出示图和句子，学生试着配对)(核对答案，教授 could, through, point at, laugh)(完成 Group work，核对答案，教授所填动词过去式的读音)(按照词尾 ed 读音规律将单词分类，学生轮流或者分组跟读)(播放卡通)T: Boys an

8、d girls, lets read the sentences and act!(学生读句子并表演，通过 TPR 结合图片的方式来记忆)T: Can you practise in groups? You can choose any ways you like to read.(学生分组练习，并在班级表演) (完成练习 Read and write，核对答案)【设计意图：由于本文是孩子熟悉的童话故事，因此在处理文本方面老师先帮学生理清故事的梗概，学习叙述部分。然后结合书后 Read and write 的习题，让学生在小组内看图填词，进一步感知动词的变化，并通过 TPR 的形式复述、记忆故

9、事内容，为最后的表演打好基础。 】(3) T: What did the boy say? Ha! Ha! The king isnt wearing any clothes! (模仿读句子)T: But the king thought he was wearing clothes. What kind of clothes? S: Magic clothes.T: Whats the magic? Clever people can see them. Foolish people cant see them. (板书 clever and foolish)T: Do you believ

10、e that? Did the king believe that? Did the people believe that? What would the people say?S: What beautiful clothes!T: Why did they think the clothes were beautiful?S: They wanted to show they were clever.T: So no one told the truth. Now boys and girls, what do you think of the king, the cheaters, t

11、he people and the boy? foolish, clever, honest, dishonest The king was foolish. The cheaters were dishonest. The people were dishonest. The boy is honest.T: From this story, we know: Be honest rather than clever.(读句子，提示学生要带着人物的特点去朗读，朗读出相应的语气)(一起朗读课文, 完成课本第 8 页 True or false，并说明错误原因 ) 【设计意图：让学生根据已有知识

12、判断故事中人物的特点，通过对细节的提问丰富人物形象，发挥想象补充部分台词，总结出 honest 与 dishonest 两个单词，并让学生朗读人物台词进行配对，指导学生带着人物形象特征朗读台词，为生动的表演做好准备。 】Step 3 Consolidation and practiceT: Now lets look at the blackboard. Can you try to retell the story?(学生根据板书复述故事，并配上人物的台词)T: The king is foolish. Can you imagine what he could say? Lets work

13、 in groups and try to act the dialogue. You can add what the king says in the story. Pay attention to the actions.(学生分组，表演故事) 【设计意图：引导学生通过想象给国王续加台词，使故事更为丰满；通过表演内化语言，在玩的乐趣中提升学习质量；最后升华主题，揭示故事的寓意。 】Homework 家庭作业1. 跟录音朗读 Story time，试着背诵或表演。2. 抄写新词汇与句子。3. 根据关键词尝试复述课文，并写下来。4. 预习 Grammar time。Teaching aids

14、 教学准备（含板书设计）教学准备：PPT、作业纸（复述课文部分） 。板书设计： Unit 1 The kings new clothesLong long ago, there was a king. He liked new clothes.The two men (Pic): visited The king (Pic): happyThe two men (Pic): showed magic clothes: clever/foolish peopleThe king (Pic): walked through The people (Pic): looked at. shoutedT

15、he boy (Pic): pointed at, laughed说课本课是一篇童话故事，六年级学生对这个童话故事较为熟悉，因此本课注重通过已有母语知识基础与新语言进行链接、贯通，以旧引新，在表演中巩固语言。在导入环节，通过教师与学生的谈论喜不喜欢购物引出喜欢穿新衣服的话题，从而自然衔接到“有个国王喜欢穿新衣” ，引出故事题目皇帝的新装 。在新授环节，由于本课出现了动词的一般过去时态，而 Story time 着重让学生理解故事，所以本课并没有花时间讲解一般过去时态，只是通过 Long long ago引出动词的变化。学生对这个故事是熟悉的，因此呈现对应书上四幅图的四段话，让学生在小组内读一读

16、、想一想，将这些动词与句子配对，教师通过核对与朗读来教授这些动词的过去式，学生只要看得懂、会读、会说就可以了。然后通过 TPR 与图文结合的形式引导学生记忆这些句子，让学生演一演、动一动、说一说，充分体现多元智能的教授方式，让每个学生都能积极参与。当学生对整个故事的环节清楚后，进入到学习人物台词的环节。通过对细节的问答引导学生了解人物特点，引出 foolish, clever, honest, dishonest，让学生进行配对，对故事寓意的揭示升华中心思想，让学生体会诚实的重要性。通过模仿语音语调的变化体会故事人物不同形象特征，为表演奠定扎实基础。在最后表演前再次复述故事，巩固语言。为了使整个表演更具表现力与完整性，让学生发挥想象尝试编说国王的台词，发挥学生的综合语言运用能力。特别分享：利用学生已有母语知识基础与新语言进行链接、贯通利用多元手段呈现各类资源与活动帮助学生讲故事关注故事的理解和表演，指导学生根据人物性格体现语音语调